SEG Awards ABC Level 2 Award and Certificate in Creating ... · Level 2 Certificate in Creating...

A5100-02 C5100-02 Issue 6 50070976 50074593 August 2018

SEG Awards ABC Level 2

Award and Certificate in

Creating Interiors

Qualification Guidance

England

[50070976 – Award]

[50074593 – Certificate]

Wales

[C0001931 – Certificate]

About Us At the Skills and Education SEG Awards (ABC)1 we continually

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The ABC website www.ABCawards.co.uk provides access to a wide variety of information.

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without the prior permission of the publishers.

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organisation and part of the Skills and Education Group. Any reference to ABC Awards, its registered address, company or charity number should be deemed to mean the Skills and Education Group Awards.

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Contents

Qualification Summary 1

Introduction 5

Aims 5

Target Group 5

Progression Opportunities 5

Unit Details 7

Accreditation of Prior Learning (APL), Exemption and Credit

Transfer

60

Certification 60

Appendices Glossary of terms ……………………………..

61

This is a live document and as such will be updated when required.

It is the responsibility of the approved centre to ensure the most

up-to-date version of the Qualification Guide is in use. Any

amendments will be published on our website and centres are

encouraged to check this site regularly.

1

Qualification Summary ABC Awards Level 2 Award and Certificate in Creating Interiors

Qualifications and Pathways

ABC Level 2 Award in Creating Interiors ABC Level 2 Certificate in Creating Interiors

Regulation The qualification, identified above, are regulated

by Ofqual

Assessment Internal assessment, internal and external

moderation

Grading Pass

Progression

Learners who complete these qualifications could

progress onto appropriate NVQ/Competence based programmes at Level 2 which in turn

provides progression to L3 programmes. Centres should be aware that reasonable

Adjustments which may be permitted for

assessment may in some instances limit a learner’s progression into the sector. Centres

must, therefore, inform learners of any limits their learning difficulty may impose on future

progression

Operational Start Date

Award 01/08/2009 Certificate 01/09/2009

Review Date Award 31/08/2018 Certificate 31/08/2018

Operational End Date

Award 31/08/2019 Certificate 31/08/2019

Certification End

Date

Award 31/08/2021

Certificate 31/08/2021

ABC Sector Building and Construction

Ofqual SSA Sector 5.2 Building and Construction

Stakeholder Support

Pro skills

Contact

See ABC web site for the Centre Support Officer responsible for this qualification

2

Level 2 Award in Creating Interiors

Learners must achieve a minimum of 12 credits - 6 credits from 2

Mandatory units and 6 credits from other units as optional units.

Unit Level Credit Value

GLH

Mandatory Units

Health and safety when creating interiors [D/600/3100]

2 1 10

Prepare to create an interior [F/600/3106] 2 5 50

Option Units

Prepare resources and materials for creating

interiors [L/600/3108] 2 3 30

Assembling and fitting units for interiors [H/600/3115]

2 3 30

Re-instate a location after assembly and placement of an interior [T/600/3118]

2 3 30

Survey a location for an interior [M/600/3120] 2 3 30

Position and secure work surfaces [F/600/3123] 2 3 30

Attach fittings to finished interior [L/600/3125] 2 3 30

Numbers in box brackets indicate QCA unit Number If learners achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units towards the credit target of a qualification

Entry Requirements

14+. No formal entry requirements.

Age Range Pre 16 16 – 18 19 +

LARS Reference 50070976

Recommended

GLH 120

Type of Funding

Available See LARS (Learning Aim Rates Service)

Minimum Qualification Fee

See ABC web site for current fees and charges

Unit Fee Unit fees are based upon a unit’s individual credit value. Please see the ABC web site for the current

fee charged per credit.

Additional Information

Learners who completed units in the NQF version of the ABC Award Level 2 Award in Creating

Interiors [500/3948/9] may claim exemption for equivalent units in this QCF qualification See ABC

website for resources available for this qualification

3

Level 2 Certificate in Creating Interiors

Learners must achieve a minimum of 19 credits – 10 credits from the 3

Mandatory units and 9 credits from the optional units.

Unit Level Credit Value

GLH

Mandatory Units

Health and safety when creating interiors [D/600/3100]

2 1 10

Developing a design for an interior

[H/600/3101] 2 4 40

Prepare to create an interior [F/600/3106] 2 5 50

Option Units

Prepare resources and materials for creating interiors [L/600/3108]

2 3 30

Assembling and fitting units for interiors [H/600/3115]

2 3 30

Re-instate a location after assembly and

placement of an interior [T/600/3118] 2 3 30

Survey a location for an interior [M/600/3120] 2 3 30

Position and secure work surfaces [F/600/3123] 2 3 30

Attach fittings to finished interior [L/600/3125] 2 3 30

Numbers in box brackets indicate QCA unit Number If learners achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units

towards the credit target of a qualification

Entry Requirements

14+. No formal entry requirements.

Age Range Pre 16 16 – 18 19 +

LARS Reference 50074593

Recommended

GLH2 190

Recommended TQT3

190

Credit Value 19

Type of Funding Available

See LARS (Learning Aim Rates Service)

Minimum Qualification Fee

See ABC web site for current fees and charges

Unit Fee Unit fees are based upon a unit’s individual credit

value. Please see the ABC web site for the current

2 See Glossary of Terms 3 See Glossary of Terms

4

fee charged per credit.


Learners who completed units in the NQF version of the ABC Award Level 2 Award in Creating

Interiors [500/3948/9] and/or the NQF version of ABC Awards Level 2 Certificate [500/3946/5] may

claim exemption for equivalent units in this QCF

qualification Learners who have completed the QCF ABC Level 2

Award in Creating Interiors [500/7097/6] may claim credit transfer towards the achievement of

this Level 2 Certificate See ABC web site for resources available for this

qualification

5

Introduction

These qualifications have been developed to develop skills to aid

progression into employment and/or further training in the fitting interiors

industry.

They have been put forward for inclusion on the Additional Specialist

Learning catalogue (ASL) catalogue. Please check the ABC Awards

website for the current status of this qualification within the ASL

catalogue.

Aims

The ABC Awards Level 2 Award and Certificate in Creating Interiors aims

to

Develop an interest in the fitting interiors industry

Develop practical skills using hand tools to aid progression into

employment and/or further training

Develop competencies in applying personal health and safety

practices

Target Group

This qualification is designed for those learners who are interested in

gaining an insight into the industry.

ABC expects approved centres to recruit with integrity on the basis of a

learner’s ability to contribute to and successfully complete all the

requirements of a unit/s or the full qualification.

Progression Opportunities

Learners who complete these qualifications could progress onto

appropriate NVQ programmes at Level 2 which in turn provides

progression to L3 programmes.

6

Centres should be aware that reasonable Adjustments which may be

permitted for assessment may in some instances limit a learner’s

progression into the sector. Centres must, therefore, inform learners of

any limits their learning difficulty may impose on future progression

Tutor/Assessor Requirements

We require those involved in the assessment process to be suitably

experienced and / or qualified. In general terms, this usually means that

the assessor is knowledgeable of the subject / occupational area to a level

above that which they are assessing.

Assessors should also be trained and qualified to assess or be working

towards appropriate qualifications.

Language

These specifications and associated assessment materials are in English

only.

7

Unit Details

8

Health and Safety When Creating Interiors

Unit Reference

D/600/3100

Level

2

Credit Value

1

Guided Learning Hours

10

Unit Summary

In this unit, learners will find out about health and

safety legislation, and the application of safe working practices within a workplace when creating

interiors They will explore hazards and precautions, signs

and symbols and basic safety procedures.

Health and Safety must be an integral part of every learner’s programme. It is expected that the

outcomes listed will be integrated as appropriate into each Unit of this qualification

Learning Outcomes (1 to 7)

The learner will

Assessment Criteria (1.1 to 7.2)

The learner can

1. Know health and

safety responsibilities when creating interiors

1.1. Explain the key personal responsibilities of

the employee with regard to Health and Safety at Work Act 1974 and PUWER regulations when

creating interiors

2. Know how to avoid risks in the workplace

2.1 Identify where potential health and safety hazards may occur within a workplace when

creating interiors

2.2 Identify the necessary precautions to take when

moving and handling materials using hand and power tools

creating interiors

3. Undertake a risk

3.1.Complete a risk assessment for creating

9

assessment for creating

interiors

interiors following the five identified steps

3.2 Refer the outcomes of the assessment to the

appropriate person or body

3.3 Identify the regulations relating to the identified hazards

4. Know how to protect

self and others when creating interiors

4.1 Select the appropriate protective clothing and

equipment that should be worn for specific tasks when creating interiors and explain why it is

necessary

4.2 Identify the location and purpose of guards on work equipment

4.3 Maintain a safe work environment

5. Know accident and

emergency procedures when creating interiors

5.1 State the procedure to follow in the event of

an accident or emergency when creating interiors

5.2 Identify the four different types of fire extinguisher and what they should / shouldn’t be

used for

6. Understand safety signs and signals

6.1 Identify, locate and explain the meaning of safety signs and signals, as indicated in the Health

and Safety (Safety Signs and Signals) Regulations

7. Know how COSHH

and EPA regulations apply to the workplace

when creating interiors

7.1 Identify five different waste materials and

explain the correct way to dispose of them in accordance with regulations

7.2 Identify hazardous materials covered by COSHH regulations and explain how they are

controlled in the workplace when creating interiors

Mapping to National Occupational Standards The mapping for this qualification has been done to the Level 2 National

Occupational Standards in Furniture, Furnishings and Interiors 2003 ALL UNITS

10

Key Skills Mapping Level 2 Communication – C2.1a, C2.1b, C2.2, C2.3

Level 2 Improving own Learning and Performance – LP2.1, LP2.2, LP2.3 Level 2 Information Technology – IT2.1, IT2.2, IT2.3

Level 2 Problem Solving – PS2.1, PS2.2, PS2.3 Level 2 Working with Others – WO2.1, WO2.2, WO2.3

Functional Skills Mapping There are possibilities to develop the following skills in the delivery of this

unit

English Entry 3/Level 1 Speaking and Listening

Entry 3/Level 1 Reading Entry 3/Level 1 Writing

ICT

Level 1/2 Use ICT Systems Level 1/2 Find and select information

Level 1/2 Develop, present and communicate information

11

Supporting Unit Information

D/600/3100 Health and safety when creating interiors - Level 2

Indicative Content

These are the key areas of the unit and provide guidance as to how

the learner is expected to evidence the learning outcomes.

The learners will need to know the key responsibilities under the

following regulations HASAWA (Health and Safety at Work Act)

PUWER (Provision and Use of Work Equipment Regulations) COSHH (Control of Substances Hazardous to Health)

EPA (Environmental Protection Act) PPE (Personal Protective Equipment)

Manual Handling

Polices and procedures related to creating interiors including The relevant safety signs and signals

Emergency procedures Risk assessment

Disposing of waste

The learners are not expected to have a full understanding of all of the

regulations and procedures, but be able to demonstrate knowledge of the key responsibilities needed to maintain a safe working environment.

Teaching Strategies And Learning Activities

Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including

those with identified special needs, should be considered and appropriate support mechanisms put in place.

The delivery of this unit needs to be as active as possible e.g. discussion

work, quizzes, risk assessments in workshop

Learners could conduct research using books and the internet Case studies could be used

Learners could present information orally to their peers or other suitable audiences

Presentations Visits to workshops of local manufactures

12

Methods Of Assessment

This unit is internally assessed, internally moderated and externally moderated.

Learners will need to provide evidence that they have achieved each of the

assessment criteria in their portfolio.

Evidence Of Achievement

Learners could demonstrate achievement in an internally set and marked test or through assessment tasks which should be practical

wherever possible.

Evidence is not prescribed but may include any or all of the following*

Product evidence

Observation reports

Oral / Written questions and answers

Reports / notes

Worksheets / workbooks

Witness statements

Taped evidence (video or audio)

Photographic evidence

Case studies / assignments

Other suitable supplementary evidence

Short answer / multiple choice test

*The most appropriate evidence for the qualification should be used. This is not an exhaustive list and other evidence is acceptable.

Evidence should be varied, the learner’s own work and naturally generated

from the activities undertaken on the course.

It must clearly demonstrate how the learner has met the assessment criteria for the unit.

Evidence should be clearly cross-referenced to assessment criteria and portfolio location.

Photographic evidence, articles, handouts etc. must be appropriately

annotated to clearly demonstrate the learner’s role and how it meets the assessment criteria.

13

Witness and observation statements should contain the name and status of

the witness / observer and be signed and dated.

Group evidence is admissible where the individual learner’s role is properly identified or described.


Useful help, advice and guidance can be found on the HSE website.

Resources for this unit can be obtained from ABC Awards as part of the

support material for this qualification.

This qualification has been put forward for additional learning for the 14-19 Diplomas.

14

Developing a Design for an Interior

Unit Reference

H/600/3101

Level

2

Credit Value

4

Guided Learning

Hours

40

Unit Summary

In this unit, learners will explore the concept of designing an interior from initial research to

completed design.

They will identify and use key information from a design brief to complete a design for an interior


The learner will


The learner can

1. Understand a design

brief

1.1 Identify the essential requirements and

constraints presented within a design brief

1.2 Identify any special requirements presented within the design brief

2. Develop and present

initial ideas

2.1 Undertake initial research to identify potential

ideas, themes, media and materials

2.2 Present initial design ideas using appropriate media to convey initial design ideas to potential

customer/s / clients / users

2.3 Obtain and utilise feedback from potential customer/s / clients / users to amend ideas

3. Present finished idea

3.1 Present final design ideas using appropriate

media to include amendments and refinements to original design ideas to potential customer/s /

clients / users

15

4. Produce specification

4.1 Produce a written specification to detail the requirements of the design

4.2 Produce drawings using appropriate drawing

techniques and conventions to include information on

sizes materials

scale finishes

client details as appropriate

4.3 Produce a cutting list of materials needed

5. Review the design process

5.1 Review the design process in terms of its effectiveness in meeting the design brief and

identify ways in which to improve the process


Occupational Standards in Furniture, Furnishings and Interiors 2003.

The unit will touch on these standards, but will not cover them all

301, 302, 317

Key Skills Mapping Level 2 Application of Number – N2.1, N2.2, N2.3

Level 2 Communication – C2.1a, C2.1b, C2.2, C2.3 Level 2 Improving own Learning and Performance – LP2.1, LP2.2, LP2.3

Level 2 Information Technology – IT2.1, IT2.2, IT2.3 Level 2 Problem Solving – PS2.1, PS2.2, PS2.3

Level 2 Working with Others – WO2.1, WO2.2, WO2.3


unit

English

Level 1/2 Speaking and Listening Level 1/2 Reading

Level 1/2 Writing

ICT Level 1/2 Use ICT Systems

16

Level 1/2 Find and select information

Level 1/2 Develop, present and communicate information

Mathematics Level 1/2 Mathematics

17


H/600/3101 Developing a design for an interior - Level 2

Indicative Content



This unit will give learners the opportunity to explore the processes involved

in developing a design for an interior.

In order for learners to achieve this unit they will require an assignment, case study or both. This will act as their design brief for

the unit.

The assignment, case study or both should identify the requirements and constraints of the design brief. This needs to include information

about

Customer (details, budget, preferred style, etc) Presentation types could include CAD or traditional techniques

Drawing techniques (isometric, plan, side elevations, sketches etc)

Research areas (styles, prices, themes, materials etc) Written specification (A design specification gives detailed information to

guide a designer into thinking about criteria regarding what is being designed. A specification is used to help generate, test and evaluate

design ideas. The specification should be referred back to throughout the project.)

Other requirements to include cutting lists, costings, time scale

Evaluation (Did you do anything particularly well, What did you enjoy most, What did you find challenging, Was there anything you could improve on next

time, Can you offer any support or guidance to others?)




A set assignment or case study will need to be developed by the centre

that will act as a design brief. Learners will need to interpret key information in order to produce a finished design.

18

Useful resources to have available are the internet, books, magazines,

drawing equipment.

Learning Activities will need to provide opportunities for learners to develop knowledge and skills related to all assessment criteria. The process should

enable the development of portfolio evidence which should show development towards the final design as well as the finished interior.


This unit is internally assessed, internally moderated and externally

moderated.

Learners will need to provide evidence that they have achieved each of the assessment criteria in their portfolio.



wherever possible.


Product evidence

Observation reports


Reports / notes


Witness statements





*The most appropriate evidence for the qualification should be used. This is

not an exhaustive list and other evidence is acceptable.


from the activities undertaken on the course. It must clearly demonstrate how the learner has met the assessment criteria for the unit.

Evidence should be clearly cross-referenced to assessment criteria and

portfolio location.

19

Photographic evidence, articles, handouts etc. must be appropriately annotated to clearly demonstrate the learner’s role and how it meets the

assessment criteria.

Witness and observation statements should contain the name and status of the witness / observer and be signed and dated.



Resources for this unit can be obtained from ABC Awards as part of the support material for this qualification.

This qualification has been put forward for additional learning for the 14-19

Diplomas.

20

Prepare To Create an Interior

Unit Reference

F/600/3106

Level

2

Credit Value

5

Guided Learning

Hours

50

Unit Summary

In this unit, learners will develop the appropriate knowledge and understanding of all aspects of

preparing an interior. They will be able to

demonstrate their knowledge of tools, materials, specifications, correct techniques, methods and

health and safety in order to prepare an interior ready for assembly and fitting


The learner will


The learner can

1. Know the tools

that are used to create an interior

1.1 Identify a range of measuring and marking-out

tools, striking tools, cutting tools and finishing tools used to create interiors and their purpose

1.2 Demonstrate safe and appropriate techniques to

utilise them effectively

1.3 Demonstrate how to check and maintain the condition of hand tools and different techniques that

can be used to bring the tool back into an effective working condition

2. Know the materials

that are used to create an interior

2.1 Identify different types of materials used to

create interiors and their uses

2.2 Describe different characteristics and defects of timber and explain how this would affect their uses

3. Know how to

3.1 Interpret information contained within a design

21

interpret a design

brief for an interior

brief that includes

Drawings Cutting lists

Verbal / written instructions in order to identify the tools, materials and

techniques required to complete the given specification

4. Select and use

tools, materials and techniques used to

create an interior

4.1 Identify and demonstrate how to use the

appropriate tools, materials and techniques to complete the given specification

4.2 Demonstrate how to organise the work area to

work safely and effectively in a realistic working environment

5. Know how to

improve own learning and performance

5.1 Review the production process and production

outcome to identify areas of effectiveness and areas for development and reasons for this

5.2 Identify ways in which to address their

development needs and to plan for improvement


Occupational Standards in Furniture, Furnishings and Interiors 2003 201, 222, 233

Key Skills Mapping

Level 2 Application of Number – N2.1, N2.2, N2.3

Level 2 Communication – C2.1a, C2.1b, C2.2, C2.3 Level 2 Improving own Learning and Performance – LP2.1, LP2.2, LP2.3


Functional Skills Mapping

There are possibilities to develop the following skills in the delivery of this unit

English


Level 1/2 Writing

22

Mathematics

Level 1/2 Mathematics

23


F/600/3106 Prepare to create an interior - Level 2

Indicative Content



This unit gives the learner the basic skills needed to progress through the

qualification.

In this unit learners are not expected to produce an interior. The unit is designed to give them the opportunity to practise with the appropriate tools

and materials.

Tools Appropriate tools the learner will need to be able to use correctly and safely

Marking out tools (Tape measures, rules, squares, gauges etc) Striking tools (Hammers, mallets, punches etc)

Cutting tools (Saws, chisels etc) Boring tools (Drills, drill bits etc)

General tools (Screwdrivers, pliers, pincers etc)

Finishing tools (Sanding blocks, files etc) Learners should also cover maintenance of all the above tools.

Materials

Learners should be familiar with the uses, properties and handling of all the appropriate materials used in an interior

Timbers Wood composites

Metals Plastics

Sundries such as adhesives, abrasives, fixtures and fitting etc

Specification The specification will need to include drawings, cutting list,

verbal/written instructions.

Learners should be able to interpret a given specification and produce a product to use all the above. This could be a simple frame or unit. It should

enable learners to work in a realistic working environment where they can demonstrate the appropriate health and safety requirements.

Review

Learner will be able to review their performance once the product is completed.

24

Evaluation (Did you do anything particularly well? How accurate were you in

relation to the specification? What did you enjoy most? What did you find challenging? Was there anything you could improve on next time? Can you

offer any support or guidance to others?)




The delivery of this unit needs to be as practical as possible e.g.

workshop work, demonstrations etc Learners to practically demonstrate their ability to prepare to create an

interior by correctly using and handling materials. Theory presentations

Handouts / worksheets / workbooks Practical assignments

Learning Activities will need to provide opportunities for learners to develop

knowledge and skills related to all assessment criteria. This will enable

learners to successfully complete the external assessment below.



moderated.



Learners could demonstrate achievement in an internally set and

marked test or through assessment tasks which should be practical wherever possible.


Product evidence

Observation reports


Reports / notes

25


Witness statements







Evidence should be varied, the learner’s own work and naturally generated from the activities undertaken on the course. It must clearly demonstrate

how the learner has met the assessment criteria for the unit.










Diplomas.

26

Prepare Resources and Materials for Creating Interiors

Unit Reference

L/600/3108

Level

2

Credit Value

3

Guided Learning

Hours

30

Unit Summary

This is an optional and a practical unit. Learners will be given the opportunity to demonstrate their

understanding of interpreting information,

organising the work area, preparing resources and components. They should also maintain a safe

working environment

Learning Outcomes

(1 to 4) The learner will

Assessment Criteria

(1.1 to 4.1) The learner can

1. Know how to interpret information

1.1 Interpret work specifications including drawings

2. Know how to make the assembly and

placement area ready

for work

2.1 Prepare the work area correctly and safely ready to install furniture

2.2 Maintain a safe and secure storage area/s for resources and components until needed

3. Know how to prepare furniture components

and resources ready for assembly

3.1 Make sure that the correct quality and quantity of components are available

3.2 Make sure that resources are available and

ready for use

3.3 Carry out any specified preparatory work on

components and materials correctly

3.4 Lay out resources and components in a logical order for effective working

27

4. Understand the ways of working that ensure

their own and other’s safety

4.1 Maintain a safe working environment

Mapping to National Occupational Standards

The mapping for this qualification has been done to the Level 2 National Occupational Standards in Furniture, Furnishings and Interiors 2003

201, 222, 233

Key Skills Mapping

Level 2 Application of Number – N2.1 Level 2 Communication – C2.1a, C2.2, C2.3

Level 2 Improving Own Learning and Performance – LP2.1, LP2.2, LP2.3 Level 2 Problem Solving – PS2.1, PS2.2, PS2.3




English


Level 1/2 Writing


28


L/600/3108 Prepare resources and materials for creating interiors - Level 2

Indicative Content



Pre-prepared plan and schedule of work given identifying e.g. location of services

Preparation

Could include removal tiles, loose plaster, chasing out for services, making good ready for installation

Storage

While working, make sure that tools, equipment, resources are stored safely

Components will differ depending on type of interior e.g. kitchen, bathroom, bedroom, etc.

Resources covered by this unit address materials, tools and equipment

Typical materials within furniture assembly would include finishes (e.g. stains, sealers, primers, paints)

adhesives fixings (e.g. screws, nails, drawer runners, handles etc)

Typical tools and equipment within furniture assembly would include

hand tools (e.g. hammer, screw driver, chisel, plane etc) battery powered tools (e.g. saw, drill, jigsaw, screw driver etc)

electric powered tools (e.g. saw, drill, jigsaw, screw driver etc) power cables, portable generators and transformers

Health and Safety

Learners will need to put the theory from Unit 1 Health and Safety into

practice when creating interiors.


LO2 and LO3 will form the largest section of work for this unit.

Centres should adopt a delivery approach which supports the development of

29

their particular learners. The aims and aspirations of all learners, including


The delivery of this unit needs to be as practical as possible. e.g.

workshop work, demonstrations, etc. Learners to practically demonstrate their ability to prepare resources and

materials for an interior by correctly using and handling materials

Theory presentations Handouts / worksheets / workbooks

Practical assignments

Learning Activities will need to provide opportunities for learners to develop knowledge and skills related to all assessment criteria to enable learners to

generate evidence for their portfolio.

NB As this is preparing the work area, learners will not be required to use any power tools. They will need to know how to prepare them

ready for use.









Product evidence

Observation reports


Reports / notes


Witness statements



30






It must clearly demonstrate how the learner has met the assessment criteria

for the unit.





the witness/observer and be signed and dated.

Group evidence is admissible where the individual learner’s role is properly

identified or described.



support material for this.


31

Assembling and Fitting Units for Interiors

Unit Reference

H/600/3115

Level

2

Credit Value

3

Guided Learning

Hours

30

Unit Summary


understanding of interpreting information, checking

components and resources, marking out, assembling and fitting of units and how to check an

interior after fitting. They should also maintain a safe working environment


The learner will


The learner can

1. Know how to

interpret information

1.1.Interpret work specifications including

drawings and assembly instructions

2. Know how to prepare

and assemble

components to specification

2.1.Make sure that the correct quality and

quantity of components are available

2.2.Make sure that resources are available and

ready for use

2.3.Carry out any specified preparatory work on components and materials correctly

2.4.Lay out resources and components in a logical

order for effective working

2.5.Complete assembly in the correct sequence in accordance with work specifications and specified

quality

32

3. Know how to finish and check the assembly

against the specification/s

3.1 Check assembly for quality standards

3.2.Check and confirm that finished assemblies meet specification requirements

3.3.Clean and clear work area ready for further

work

4. Know how to position and secure furniture

components in location

4.1 Mark out the location for correct position of units

4.2 Select the correct units as specified for each

location

4.3 Level up and secure the components in location

5. Know how to finish

and check the final fitting of an interior

5.1 Check interior for quality standards

5.2 Check and confirm that finished interior meets

specification requirements

5.3 Clean and clear work area

6. Understand the ways of working that ensure

their own and other’s safety




201, 231, 232, 243


Level 2 Communication – C2.1, C2.2 Level 2 Improving own Learning and Performance – LP2.1, LP2.2, LP2.3

Level 2 Problem Solving – PS2.1, PS2.2, PS2.3



33

There are possibilities to develop the following skills in the delivery of this

unit

English Level 1/2 Speaking and Listening

Level 1/2 Reading Level 1/2 Writing


34


H/600/3115 Assembling and fitting units for interiors - Level 2

Indicative Content



Information

This will be the assembly instructions supplied with the units. The learners will need to be able to independently interpret the information found in these

instructions.

Components These will be the pre-manufactured (usually supplied flat pack) units used to

produce the interior. The learner will be expected to identify each component and lay them out in

a logical order for efficient working.

Resources These are all of the tools, materials that are not supplied with the pre-

manufactured units.

Learners will be expected to select and organise the resources they will need to complete the assembly.

Units

These are the completed assemblies that will form the interior. The learners will be expected to be able to identify the different units and put them in the

correct position ready for the fitting.

Location This is where the interior will be positioned and will be identified on the

specification given to the learner. The learner will be expected to use the specification to identify the correct location for the interior.

Specification

This will be a given specification of the interior which the learner will be

expected to produce.



their particular learners. The aims and aspirations of all learners, including those with identified special needs, should be considered and appropriate

35

support mechanisms put in place.

This unit needs to be as practical as possible

Demonstrations Practical workshops

Observation of practical workshops 1 to 1 support and guidance during practical workshops

NB Learners may be required to use the appropriate power tools for assembling units. They will need to be assessed for competency

before use and directly supervised during use. Refer to British Standards Guidance document BS4163:2007 Code of Practice.







wherever possible.


Product evidence

Observation reports


Reports / notes


Witness statements








36



for the unit.


Photographic evidence, articles, handouts etc. must be appropriately annotated to clearly demonstrate the learner’s role and how it meets the

assessment criteria.

Witness and observation statements should contain the name and status of the witness/observer and be signed and dated.







Diplomas.

37

Re-Instate a Location after Assembly and Placement of an Interior

Unit Reference

T/600/3118

Level

2

Credit Value

3

Guided Learning

Hours

30

Unit Summary


understanding of interpreting information, organising the work area, preparing surfaces,

applying decorative effects, communicating with a

relevant person and leaving a job in the correct condition. They should also maintain a safe

working environment throughout

Learning Outcomes

(1 to 6) The learner will

Assessment Criteria

(1.1 to 6.4) The learner can

1. Know how to interpret information

1.1 Interpret work specifications including drawings and written specifications to ensure the

correct finish of the interior

2. Know how to

organise the materials,

tools and equipment to complete the required

finish

2.1 Organise the materials, tools and equipment

you will need so that you can work effectively and

keep your work area tidy

2.2 Select materials which are suitable for the decorative effect and finish to be achieved

2.3 Make sure that you have the required work

specification and that everything you need to achieve it is available

2.4 Make sure that you have enough of the

material to complete the work before starting

38

3. Know how to prepare surfaces ready for the

application of decorative effects

3.1 Make sure that surfaces are clean

3.2 Identify and make good surface faults so that they are in a suitable condition for the decorative

effect required

4. Know how to apply and finish decorative

effects

4.1 Apply decorative effects to identified and prepared surfaces

4.2 Where appropriate check and confirm that all

decorative effects are to the required quality, and fixed correctly

5. Know how to check

that the finished interior is completed and re-

instated to the required standard

5.1 Check that all areas of the specification have

been covered to the required standard

5.2 Check and confirm that the interior is to the quality required in the specification

5.3 Make sure that all the specified tools and

equipment are stored safely and have been removed from the location

5.4 Maintain effective communication with the

relevant person

6. Understand how to work in ways that

ensure their own and others’ safety


6.2 Follow COSHH procedures at all times and wear appropriate personal protective equipment for

the materials being handled

6.3 Deal promptly and safely with spillages and splashes

6.4 Dispose of waste safely using designated

procedures and disposal areas



223, 231, 232

39

Key Skills Mapping

Level 2 Application of Number – N2.1, N2.2, N2.3 Level 2 Communication – C2.1a, C2.2





English


Level 1/2 Writing


40


T/600/3118 Re-instate a location after assembly and placement of an interior - Level 2

Indicative Content



Information This will be interpreting the specification given in order to ensure the finish

required. The learners will need to be able to independently interpret the specification

given.

Decorative effects These can include tiling, plastering, painting and decorating.

Surface faults

These are faults that the learners will need to be able to identify and rectify, defects such as cracks and loose plaster, uneven surfaces, missing brickwork

or plasterboard, etc.

Resources

These are all of the tools, materials that are required to complete the specification.

Learners will be expected to select and organise the resources they will need to complete the specification.

Health and Safety

Learners will need to put the theory from Unit 1 Health and Safety when Creating Interiors into practice.

Learners will also be expected to leave the interior in an acceptable condition

with all resources put away in the correct location.




This unit needs to be as practical as possible

41

Demonstrations

Practical workshops Observation of practical workshops

1 to 1 support and guidance during practical workshops









marked test or through assessment tasks which should be practical

wherever possible.


Product evidence

Observation reports


Reports / notes


Witness statements









Evidence should be clearly cross-referenced to assessment criteria and

42

portfolio location.











43

Survey a Location for an Interior

Unit Reference

M/600/3120

Level

2

Credit Value

3

Guided Learning

Hours

30

Unit Summary

This is an optional and a practical unit. Learners will

be given the opportunity to demonstrate their understanding of tools required, drawing techniques,

space required and site conditions. They should also maintain a safe working environment throughout


The learner will


The learner can

1. Be able to obtain

survey information from a given location

1.1 Check that you have the required tools,

equipment and materials to obtain the survey information

1.2 Take measurements and other relevant data of

the location and record on a representational image

1.3 Carry out suitable checks to confirm accuracy of measurement

2. Be able to produce

a plan view using the measurements taken

2.1 Produce a scale drawing of the location from their

initial representational image to include measurements

permanent fixtures services

3. Be able to check

available space in relation to

components, access and egress from a

3.1 Ensure that adequate working space is available

for existing and proposed opening components

3.2 Consider site access conditions to ensure successful delivery and placement of furniture,

44

given brief fixtures and fittings

3.3 Consider site conditions so that adequate storage

of furniture components, fixtures and fittings for the placement can be arranged

4. Understand the

ways of working that ensure their own and

other’s safety

4.1 Work safely while conducting tasks



231, 232, 245

Key Skills Mapping

Level 2 Application of Number – N2.1, N2.2, N2.3 Level 2 Communication – C2.1a, C2.1b, C2.3

Level 2 Improving own Learning and Performance – LP2.1, LP2.2, LP2.3 Level 2 Problem Solving – PS2.1, PS2.2, PS2.3



unit


Level 1/2 Reading

Level 1/2 Writing


45


M/600/3120 Survey a location for an interior - Level 2

Indicative Content



Structural Components

May include walls, floors, windows, doors, columns, beams.

Furniture Components Such as unit carcasses, frameworks, assembled units, shutters, blinds and

fascias.

Location The location is any interior used for domestic, commercial, industrial and

public purposes.

Problems and faults Problems and faults may occur with any aspect of the materials, tools,

equipment, components, services, appliances or the location. Solving them

may require direct action by the individual carrying out the work, reference to an authority within the organisation and/or action by the customer, or

some combination of all three.

Information / Specification The specification for the assembly and placement of furniture will have been

agreed between the organisation and the customer. It may be written and / or involve drawings and work lists. It will typically detail

the exact location within the customer’s property where the furniture is to be placed

the dimensions, construction and finishing of the furniture resource requirements

time schedule

Placement

The final positioning and fixing of the component

Representational Image A drawing or sketch of the location which is not necessarily to scale but which

is proportional and legible to another user. The image will be unambiguous and clear and may show

dimensions which may include: length, breadth, thickness, height, depth

46

and radius of the building features and fabric

dimensions of components: walls, floors, columns, ceiling and window board heights, window reveals

the extent of constructional error such as level, plumb, bows, hollows dimensions, location and identification of the existing utilities/services

the dimensions, handing and opening requirements of existing doors, drawers, windows, etc. which will impact upon the final placement and

location of the furniture component

the type of background material the furniture component will be secured to, such as: brick, concrete, wood, steel, plasterboard, cavity, etc.

the condition of the background material the furniture component will be secured to which will impact upon the final fixing requirements of the

furniture component





Demonstrations for measuring and drawings

Make as active as possible e.g. discussions, use of a room to measure Case study

Assignment



moderated.






Product evidence

Observation reports

47


Reports / notes


Witness statements









Evidence should be clearly cross-referenced to assessment criteria and portfolio location. Photographic evidence, articles, handouts etc. must be

appropriately annotated to clearly demonstrate the learner’s role and how it meets the assessment criteria.









48

Position and Secure Work Surfaces

Unit Reference

F/600/3123

Level

2

Credit Value

3

Guided Learning

Hours

30

Unit Summary


understanding of interpreting information,

selecting correct tools for job, positioning and fitting work surfaces, problem solving, and using

correct techniques and methods. They should also maintain a safe working environment throughout


The learner will


The learner can

1. Know how to

interpret information

1.1 Interpret work specifications to identify correct

position and dimensions for work surfaces

2. Know how to prepare

and position the work

surface/s

2.1 Confirm that the work area is ready and that

all preparations have been completed

2.2 Ensure the required tools and fixings are

available to carry out the work required

2.3 Where appropriate, cut and trim the work surface

2.4 Adjust the components and their placement

to provide the best possible position and fit

2.5 Make sure that dimensions and alignments are to the required specification

3. Know how to secure

3.1 Where appropriate, assemble the work

49

work surface/s in

position

surfaces in a logical and safe sequence

3.2 Adjust work surfaces as necessary to ensure

that joints and alignments between components, furniture and surrounds are to the required

tolerances

3.3 Securely fit the work surface in location using the appropriate fixings

3.4 Finish the work surface using the appropriate

method

3.5 Use the correct techniques and materials to

achieve the specification

4. Understand the ways

of working that ensure their own and other’s

safety

4.1 Maintain a safe working environment.



231, 232, 234


Level 2 Communication – C2.1a, C2.2 Level 2 Improving Own Learning and Performance – LP2.1, LP2.2, LP2.3






Mathematics


50


F/600/3123 Position and secure work surfaces - Level 2

Indicative Content



This is a specialist unit and requires the correct tools and work area

to deliver correctly.

Components Components of furniture will differ according to the type of furniture, but

would include structural/framework components

internal components such as base units

Location The location is any interior within property owned by the customer. It may be

bare of other furniture and furnishings or furnished.

Problems and faults

Problems and faults may occur with any aspect of the materials, tools, equipment, components, services, appliances or the location.

Solving them may require direct action by the individual carrying out the

work, reference to an authority within the organisation and / or action by the customer, or some combination of all three.

Materials

Typical materials for placement of work surfaces in location would include finishes (e.g. stains, sealers, primers, paints)

adhesives fixings (e.g. screws, nails,)

Work surfaces may be natural or man-made and may include natural and

man-made materials: natural timber, wood composites, laminate composites,

Corian, concrete, resin, quartz, glass, volcanic larva, stainless steel, granite and slate and stone.

Techniques

Typical techniques within the placement of work surfaces would include hand tools (e.g. planing, sawing, sanding, chiselling, screwing)

powered tools (e.g. drilling, screwing, sawing, routering, sanding) other fixing methods such as adhesives, chemical fixings etc

51

Specification The specification for the placement of work surfaces will have been agreed

between the organisation and the customer. It may be written and/or involve drawings and work lists. It will typically detail

the exact location within the customer’s property where the work surface is to be placed

the dimensions, construction and finishing of the work surface

resource requirements outcome quality

time schedule





Unit to be made as practical as possible Project / Practical assignments would be a useful approach

Demonstrations

Peer observation Group work

Learning Activities will need to provide opportunities for learners to develop

knowledge and skills related to all assessment criteria to enable learners to generate evidence for their portfolio.

NB Learners will be required to use portable routers for fitting and

fixing work surfaces. They will need to be assessed for competency before use and directly supervised during use. Refer to British

Standards Guidance document BS4163:2007 Code of Practice.





52



wherever possible.


Product evidence

Observation reports


Reports / notes


Witness statements







Evidence should be varied, the learner’s own work and naturally generated from the activities undertaken on the course.


for the unit.








53




Diplomas.

54

Attach Fittings to a Finished Interior

Unit Reference

L/600/3125

Level

2

Credit Value

3

Guided Learning

Hours

30

Unit Summary


understanding of tools required, fittings and their

uses, correct techniques, methods, how to fit doors and drawers and problem solving of fitting faults.

They should also maintain a safe working environment throughout


The learner will


The learner can

1. Know how to

prepare fittings ready for use

1.1 Check that the fittings to be used conform to the

specification

1.2 Replace and discard any fittings which are of unacceptable quality

2. Know how to

position and attach the fittings correctly

to match specifications

2.1 Position the fittings for correctness of fit using

the work specification

2.2 Ensure that surfaces to which the fittings are to be attached are in a suitable condition

2.3 Securely attach the fittings using the required

method

3. Know how to fit doors and drawers to

match the specification

3.1 Accurately check the doors and drawers against the specification

3.2 Check and confirm that doors and drawers fit to

55

within the specified tolerances for alignment and

movement

3.3 Make good any fitting faults which need to be dealt with for the specified quality to be achieved

3.4 Accurately complete quality checks and confirm

that they have been met

4. Understand the ways of working that

ensure their own and other’s safety




205, 231, 232


Level 2 Communication – C2.1a, C2.2




unit



Mathematics


56


L/600/3125 Attach fittings to a finished interior - Level 2

Indicative Content

These are the key areas of the unit and provide guidance as to how the

learner is expected to evidence the learning outcomes.

This is a specialist unit. Centres must provide the correct tools and

work area to deliver correctly.

Equipment and tools The hand operated equipment used within fitting interiors environments for

sanding, scraping, filing, drilling, boring, stapling, pinning, screwing, cramping/pressing, gauging and removing faults in wooden components.

Fittings

Hinges, mouldings, handles, runners, stops, locks, castors, catches, brackets, action mechanisms.

Fitting method

Fittings are attached by screwing or pinning, or combinations of these.

Specification

The set of instructions which describe the work to be carried out, including details of the qualities (type, size, number) of the fittings to be used, the

fitting methods to be used and the fitting tolerances to be achieved (1mm). The specification will also detail the time within which the work must be

completed.

Doors, falls and drawers These may be made of natural timber or wood composites.





This unit should be made as practical as possible Demonstration

Practical assignment Theory sessions on fittings (types and uses)

57








wherever possible.


Product evidence

Observation reports


Reports / notes


Witness statements









Evidence should be clearly cross-referenced to assessment criteria and portfolio location. Photographic evidence, articles, handouts etc. must be

appropriately annotated to clearly demonstrate the learner’s role and how it

58

meets the assessment criteria.








59

Recognition of Prior Learning (RPL), Exemptions, Credit Transfers

and Equivalencies

The QCF enables learners to avoid duplication of learning and assessment

in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment that considers whether a learner can demonstrate that they can

meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do

not need to develop through a course of learning. Exemption - individuals with certificated achievements outside

the QCF can claim exemption from some of the achievement requirements of a QCF qualification, using evidence of

certificated, non-QCF achievement deemed to be of equivalent value’.

Credit Transfer - for achievements within the QCF it is possible to transfer credits awarded in the context of one QCF qualification

or awarded by a different awarding organisation towards the

achievement requirements of another QCF qualification. This would apply when a unit in one level is also listed within another

level/qualification and the unit has the same QCF number. Equivalencies – opportunities to count credits from the unit(s)

from other qualifications or from unit(s) submitted by other recognised organisations towards the place of mandatory or

optional unit(s) specified in the rule of combination. The unit must have the same credit value or greater than the unit(s) in

question and be at the same level of higher.

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption, Credit

Transfer and Equivalencies. Prior achievements may have resulted from

past or present employment, previous study or voluntary activities.

Centres should provide advice and guidance to the learner on what is

appropriate evidence and present that evidence to the external moderator

in the usual way.

Further guidance can be found in ‘Delivering and Assessing ABC Awards

Qualifications’ which can be downloaded from

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

60

Accreditation of Prior Learning (APL), Exemption and Credit

Transfer

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption and

Credit Transfer. Prior achievements may have resulted from past or

present employment, previous study or voluntary activities. Centres

should provide advice and guidance to the learner on what is appropriate

evidence and present that evidence to the external moderator in the usual

way.

Learners who completed units in the NQF version of the ABC Award Level

2 Award in Creating Interiors [500/3948/9] and/or the NQF version of

ABC Awards Level 2 Certificate [500/3946/5] may claim exemption for

equivalent units in these qualifications

Learners who complete the QCF ABC Level 2 Award in Creating Interiors

[500/7097/6] may claim credit transfer towards the achievement of the

ABC Level 2 Certificate in Creating Interiors.

Certification

Learners will be certificated for all units and qualifications that are

achieved and claimed.

ABC’s policies and procedures are available on the ABC website.

61

Appendices

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the

immediate guidance or supervision of a tutor (or other appropriate

provider of education or training). It may be helpful to think – ‘Would I

need to plan for a member of staff to be present to give guidance or

supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total

amount of time that could reasonably be expected to be required, in order for a learner to achieve and demonstrate the achievement of the level of

attainment necessary for the award of a qualification.’ The size of a qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other time

taken in preparation, study or any other form of participation in education

or training but not under the direct supervision of a lecturer, supervisor or

tutor.

TQT is calculated at qualification level and not unit/component level.

Examples of unsupervised activities that could contribute to TQT include: Researching a topic and writing a report

Watching an instructional online video at home/e-learning Watching a recorded webinar

Compiling a portfolio in preparation for assessment Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

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Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate response.

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